{"_buckets": {"deposit": "304dc866-4dbd-4903-945c-1ad47c203773"}, "_deposit": {"id": "21777", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "21777"}, "status": "published"}, "_oai": {"id": "oai:nagoya.repo.nii.ac.jp:00021777"}, "item_9_biblio_info_6": {"attribute_name": "\u66f8\u8a8c\u60c5\u5831", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2015-12", "bibliographicIssueDateType": "Issued"}, "bibliographicIssueNumber": "2", "bibliographicPageEnd": "37", "bibliographicPageStart": "29", "bibliographicVolumeNumber": "4", "bibliographic_titles": [{"bibliographic_title": "NU ideas"}]}]}, "item_9_description_4": {"attribute_name": "\u6284\u9332", "attribute_value_mlt": [{"subitem_description": "This article presents some textual differences of French and Japanese writing that could be obstacles for Japanese learners in learning French as a foreign language. The difficulties originate from different literary traditions, expectations of the two cultures, and school education. In particular, the following three French rhetorical conventions constitute problems for Japanese learners: less personal quality, less spontaneity, and importance of text planning. We also identified some aspects of Japanese writing education through a questionnaire. 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